Examining study habits in undergraduate STEM courses from a situative perspective
Examining study habits in undergraduate STEM courses from a situative perspective
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DOI：
10.1186/s40594-017-0055-6
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发表时间：
2017-01-01
影响因子：
6.7
通讯作者：
Oleson, Amanda K.
中科院分区：
文献类型：
--
作者：
Hora, Matthew T.;Oleson, Amanda K.
工作背景：认知心理学和教育研究领域越来越多的研究阐明了哪些学习策略对最佳学习有效，但很少有描述性研究关注STEM课程的本科生如何在现实世界中学习。结果表明：学习是一个多方面的过程，首先是教师或学生自己产生的线索，其次是整理资源和管理分心，然后是实施学习行为，包括选择社会环境和特定的策略。一些学习行为的变化也是明显的，根据他们的学习时间（例如，填鸭式教学）、课程水平、学科和社会环境。三个学生个人实践的案例揭示了如何学习也是由课程的设计和教学，学生自己对学习的信念，以及他们的个人生活方面塑造的。结论：结果表明，学习涉及各种社会，数字和课程资源，许多学生坚持利用低影响的学习策略（例如，重读文本），以及学习策略的使用在不同的情况下有所不同。我们建议将STEM教育中占主导地位的改变教学行为的重点扩大到支持学生自我调节行为和采用高影响力学习策略的教学设计。
Background: A growing body of research in cognitive psychology and education research is illuminating which study strategies are effective for optimal learning, but little descriptive research focuses on how undergraduate students in STEM courses actually study in real-world settings. Using a practice-based approach informed by situated cognition theory, we analyzed data from 61 STEM students about their study habits.Results: Results indicate that studying is a multi-faceted process that is initiated by instructor- or self-generated cues, followed by marshaling resources and managing distractions, and then implementing study behaviors that include selecting a social setting and specific strategies. Variations in some study behaviors are also evident according to the timing of their studying (e.g., cramming), course level, discipline, and social setting. Three cases of individual student practices reveal how studying is also shaped by how the course is designed and taught, students' own beliefs about studying, and aspects of their personal lives.Conclusions: The results indicate that studying involves various social, digital, and curricular resources, that many students persist in utilizing low-impact study strategies (e.g., re-reading text), and that the use of study strategies varies across different situations. We suggest that the focus on changing teaching behaviors that is dominant within STEM education be broadened to include a focus on instructional design that supports student self-regulatory behaviors and the adoption of high-impact study strategies.